College VI Handbook 2019 (Entry)

COLLEGE VI
HANDBOOK
2019 ENTRY

Learners of today. Leaders of tomorrow.

Contents 4
5
Introduction 5
The Riddlesdown Commitment 6
Expectations 7
College VI Pastoral Care 8
Choosing Subjects
Application Process 9
Admissions Criteria 10
11
Courses 12
A Level 13
Accounting 14
Art, Craft and Design 15
Biology 16
Business Studies 17
Chemistry 18
Classics 19
Computer Science 20
Dance 21
Design Technology: Product Design 22
Drama and Theatre 23
Economics 24
English Literature 25
French 26
Geography 27
Politics 28
History 29
Latin 30
Mathematics & Further Mathematics 31
Media Studies 32
Music 33
Photography 34
Physical Education
Physics 35
Psychology 36
Sociology
Spanish 37
37
ICT Cambridge Technical Extended Certificate 37
Level 3 BTEC National Extended Diploma in Sport 38
38
Extended Project 39
Extra-Curricular Activities
Bursaries 2
Term Dates
Examination Results
Other Post 16 Opportunities in The Collegiate Trust

Welcome to College VI

WELCOME FROM THE PRINCIPAL

I am delighted to introduce you to College VI – our excellent, specialist post 16 provision at Riddlesdown Collegiate.
In College VI, we offer a dynamic and successful approach to post 16 studies through a combination of great
teaching, superb facilities and outstanding care, support and guidance. School is about preparation – for university,
for work and for life – and it is our determination that in College VI, students have the very b est final preparation
for the challenges and excitement of the future. As an integral part of the Collegiate, but with its own specialist
facilities, College VI continues our approach of delivering the very highest academic standards, whilst providing
excellent opportunities for students to develop wider skills and qualities through a wide -ranging extra-curricular
programme designed to promote leadership, communication and teamwork.

Examination results are consistently high across a wide range of courses. At the same time, students enjoy their time
here and value the support they receive. Whilst most of this prospectus is addressed to students, acknowledging their
increasing independence and responsibility, I hope that parents will equally find the content to be informative as
important decisions are best taken by families together. This is another important and exciting time of transition for
students and I am confident that in College VI, they will be supported to achieve their very best, enjoy fa ntastic
learning experiences and prepare fully for their next steps in life.

Mr S Dey, BSc (Hons), PGCE, NPQH
Principal

WELCOME FROM THE HEADTEACHER, COLLEGE VI

Dear Students

Welcome to the most stimulating and engaging phase of your education so far. You will develop more as learners over
the next two years than you have at any time before. Your time in College VI will give you the opportunity to experience
greater independence in your thinking and learning as we help you to develop your skills for your future. Our goal is to
ensure that you cultivate a love of learning, so that you continue to learn throughout your lives, long after you have left
school.

As students in College VI, we have very high expectations of you for the ways in which you conduct yourselves, learn
and interact with staff and each other. You will be role models for all others at the Collegiate and will be encouraged to
act as student leaders and mentors to younger students. Our community will look to you to set the example and
demonstrate the very highest standards.

Academically, we offer a varied selection of subject choices in College VI to enable you to pursue a path towards your
chosen career, further training or Higher Education. You can choose to focus on the subjects that you are most
passionate about and that will best support you in opening doors in the future. We encourage you to have high
aspirations and ambitious goals as we help you to realise your full potential. You will be supported throughout your
studies by a high quality, inspiring teaching staff and experienced College VI Tutors who know how to help you achieve
your very best.

Whilst academic results are extremely important, being part of College VI is about so much more. College VI students
have regular opportunities to learn outside of the classroom on educational trips and visits, a variety of enrichment
opportunities, the Extended Project Qualification and a range of extra-curricular activities. Whatever your next steps
beyond school, we want you to leave Riddlesdown Collegiate as well-qualified and well-rounded individuals, confident
and prepared to embrace the opportunities and challenges of the future. To help you decide which path to take, you will
be given first rate advice and guidance on careers, apprenticeships and universities so that each one of you leaves
College VI with a promising future.

We look forward to working with you in this exciting stage of your education.

Mr M P Smith
Headteacher, College VI

3

Introduction

This Handbook provides a range of information about College VI at Riddlesdown Collegiate and outlines the content
of each course offered. It complements the information provided at the College VI Open Evening on Thursday 11th
October at 6.00pm.

Choosing the right courses for College VI is a crucial factor in every student’s success. Every Year 11 student
applying to College VI is given a personal meeting with a senior member of staff to discuss choices and plans for
the future. GCSE grades are the most reliable indicator of success on any post 16 course. We want our students to
enjoy their courses and achieve their full potential. For these reasons, grade requirements are set for entry into
College VI.

The Riddlesdown Commitment

OUR VISION OUR VALUES

To be an outstanding academy where we: VALUE EACH OTHER
• uphold our values AIM HIGH
• provide inspirational and innovative experiences LEAD BY EXAMPLE
USE AND DEVELOP OUR TALENTS
within and beyond the classroom EXCEL IN OUR EFFORTS
• value, support and develop staff STICK AT IT
• deliver successful outcomes and positive futures

for all of our students

In College VI we have high expectations for academic progress and independent learning. To this end, students are offered
regular advice and guidance by approachable staff. However, they are given autonomy and are held responsible and
accountable for their learning behaviour.

We believe that progress is not just about examination results. Education in College VI is more than ‘teaching to the test’.
We provide a safe, positive, respectful community within which students are not afraid to be sceptical; take risks; rise
to challenges and show resilience when faced with adversity. We foster a culture of curiosity and reflection and a love of
learning which extends beyond the curriculum.

Pastoral Care

We have a strong pastoral ethos and have a dedicated team of post-16 Tutors for Year 12 and Year 13 students.
Year 12 Tutors focus on the transition from Year 11 and providing support through the first year of College VI. Year
13 Tutors act as mentors throughout the UCAS application process and provide careers advice and guidance. All
Year 12 students also have one lesson of PSHEE per week. This course does not lead to a formal qualification, but
the syllabus is designed to make you think outside of your chosen subjects and ensure that you are receiving a
broad, general education. Classes are discussion based and designed to encourage critical thinking. They involve
outside speakers. Over the course of Year 12, students will also receive careers, health and financial education.

All students are allocated to a Tutor with whom they meet and register with each morning and on Tuesday and
Thursday afternoons during Personal Development Time. This Tutor will also arrange various one to one mentoring
sessions with students throughout the course of the year. In addition, we have two Senior Tutors whose role is
dedicated to the guidance and support of our students. Pastoral time is used to reflect upon progress as well as
address any issues pertaining to College VI life and the wider community. The relationship between students and
their Tutors is fundamental when it comes to progression beyond College VI.

4

Expectations

In order to be successful in College VI, you should:
• Strive to do your best.
• Be organised.
• Manage your time well. Build in leisure activities.
• Complete tasks set and meet deadlines.
• Ask for help when you need it.
• Listen to advice and act upon it.
• Never make excuses.
• Admit to your mistakes and learn from them.
• Never give up when you encounter difficulty.
• Do not accept knowledge at face value – always ask questions.
• Respect and collaborate with all other members of the College community. Listen to the ideas of others but do not be

afraid to question them.
• Never be afraid to speak in case you are wrong.
• Be actively involved in the life of College VI and the Collegiate.
• Be curious.
• Take an interest in what is going on in the world.
• Challenge yourself. Learn a new skill – something outside of your subjects.

The dress code in College VI is smart casual and students should take into consideration their working environment.
The following items are not permitted to be worn in College VI: tracksuit bottoms, ripped jeans, hats, shorts,
logos/slogans, vests, ‘Spaghetti’ straps, play suits, crop tops.

Destinations

The vast majority, over 80%, of College VI students are successful in gaining a place at University each year. More than
20% of those students are typically accepted into top Russell Group Universities, following a range of courses and
preparing for a wide range of careers. In 2018, students have embarked on degrees in Medicine, Law, Engineering,
Mathematics, English Literature, Biomedical Sciences, Psychology, Media & Communications and Music, for example.
Our remaining students go on to high quality apprenticeships or employment.

5

Choosing Subjects

Please be aware that subject content is dependent on changes to national policy and whilst the table below indicates
the courses we intend to offer, it is possible that a course may not operate if there is insufficient demand. In such cases
students will be advised as early as possible. Any changes made to your chosen subject will be discussed in your
interview.

To minimise the chances of choosing the wrong course you should:
• Be aware of your particular skills and talents. Read the subject entries carefully and make sure you could cope

with the demands of the course.
• Be realistic about your ability. Find out about your predicted grades for exams and coursework. Speak to your

teachers about the requirements of their subject at Key Stage 5.
• Think about your interests. The more interested you are in the subject, the more likely you are to succeed.
• If you are lucky enough to know what career you would like to follow; find out as much as you can about the

qualifications you will need.
• Do you want a broad range and variety of subjects in order to give yourself a wider choice of options for your

future or do you want to pick subjects which complement each other?
• Find out as much as you can about the courses. Speak to current College VI students and staff, family members

and your Tutor.

In Year 13, students are given the opportunity to study the AQA Extended Project should they wish to do so. Details of
the Extended Project can be found on page 36 of this handbook.

Course Structure

A Level

Choose 3 A Level courses from the list below, sitting internal examinations at the end of the Year 12 and final A Level
examinations at the end of Year 13. The most able students may choose to study 4 A Levels after consultation with
senior College VI staff.

Vocational Courses

Choose the BTEC National Extended Diploma in Sport as a single qualification (the equivalent of 3 A Levels). The ICT
Cambridge Technical Extended Certificate (equivalent to 1 A Level) can be studied alongside A Levels of the BTEC
Sport.

A Level

Accounting Drama & Theatre Latin
Art, Craft & Design Economics Mathematics
Biology English Literature Media Studies
Business Studies French Music
Chemistry Further Mathematics Photography
Classics Geography Physical Education
Computer Science Politics Physics
Dance History Psychology
Design Technology: Product Design IT Sociology
Spanish

Level 3 Vocational Courses

ICT Cambridge Technical Extended Certificate
BTEC National Extended Diploma in Sport

6

Application Process

To support students in making their choices, students and their parents are invited to attend the College VI Open
Evening on Thursday 11th October 2018 from 6.00 – 8.00pm. The Principal and Headteacher of College VI will speak
to external students and their parents at 6.45pm.
Students who currently attend Riddlesdown Collegiate will also be supported through discussions with their Tutors,
opportunities to talk with current College VI students and careers interviews, where appropriate.
Applications for College VI must be completed on our website: https://www.riddlesdown.org/viadmissions
The deadline for applications from students who currently attend Riddlesdown Collegiate is Friday 9th November
2018.
Following receipt of applications from students who currently attend Riddlesdown Collegiate, they will be invited to
a guidance interview with a senior member of staff. The purpose of this meeting will be to consider how well -suited
a student is to the course choices he/she has selected and to offer advice and guidance, as appropriate. At the end
of this meeting, the student will be made a conditional offer of a place in College VI if the senior member of staff is
satisfied that the application is suitable. Guidance interviews for students currently at Riddlesdown Collegiate will
take place from 3.30 – 5.30pm on Tuesday 4th December 2018 and Tuesday 11th December 2018. Students will be
advised of their exact time.
The deadline for applications from students who do not currently attend Riddlesdown Collegiate is Friday 14th
December 2018.
Following receipt of applications from students who do not currently attend Riddlesdown Collegiate, references and
reports will be requested from students’ current schools. Upon receipt and consideration of these, strong candidates
who look likely to meet the admission criteria will be written to, in order to make a conditional offer of a place.
There will be an opportunity for students to request any changes to their chosen courses after the publication of
Pre-Public Examination (PPE) results. Following GCSE examinations in the summer term, all students expecting to
join College VI in September 2019 will be invited to the College VI Induction Days 16th & 17th July 2019.
College VI Enrolment will take place on GCSE Results Day, Thursday 22nd August 2019.

7

Admission Criteria

The admission number for Riddlesdown College VI (Year 12) is 40 (external candidates). Candidates who currently
attend Riddlesdown Collegiate and who meet the entry criteria for the appropriate level of study will be admitted to
College VI.

Applications should be made online on the Riddlesdown College VI Application Form available at www.riddlesdown.org.
Hard copies of the form can be requested by calling the College VI Administrator at the Collegiate.

a. To study the A Level route
• Seven or more strong GCSE passes (at grades 9-5)
• Grade 9-6 in the subject to be studied, or the most similar subject
• Grade 9-4 in GCSE English and GCSE Mathematics

b. To study Level 3 route
• Five or more strong GCSE passes (at grades 9-5)
• Grade 9-4 in GCSE English and GCSE Mathematics

Candidates must meet the ability criteria set out above.

In the event of applications exceeding the number of available places, the following criteria will be applied.

1. Looked After Children:
Priority will be given to students in the care of a Local Authority.

2. Medical Reasons:
Priority will then be given to any students whose parents are able to provide medical evidence from a registered health
professional that entry to this school rather than any other is essential.

3. Proximity:
All remaining places will then be allocated to students on the basis of distance from Riddlesdown Collegiate, measured
in the same way as in Proximity above. If a student splits their time between separated parents, the home address is
deemed to be that of the parent who receives the Child Benefit payment. In the event of a tie, priority will be given to
the student whose journey to school via public transport is more direct. A map is attached showing the area from which
places have been offered to students in previous years. An address within this area does not guarantee a place at the
School.

Operation of Waiting List
Riddlesdown Collegiate operates a waiting list whenever there are more applicants than places. The list will operate
from the day after offers are made and will be maintained for one term in the academic year of admission. A student’s
position on the waiting list will be determined solely in accordance with the admissions criteria. Where places become
vacant they will be allocated to students on the waiting list in accordance with the criteria.

Appeals Arrangements
Parents have the right of appeal to an Independent Appeal Panel if they are dissatisfied with a decision made by the
Admission Authority. Appeals are conducted in accordance with the Code of Practice on School Admission Appeals
published by the Department for Education as it applies to Academies. The determination of the appeal panel is binding
on all parties. The Collegiate Trust will provide guidance for parents about how the appeals process works. The contact
for this is the Clerk to The Collegiate Trust at Riddlesdown Collegiate.

Safeguarding of Young People
Riddlesdown Collegiate in common with all schools has a statutory duty to assist social services departments acting
on behalf of children in need or enquiring into allegations of child abuse. We also have a pastoral responsibility
towards our students and we recognise that they have a right to be protected from harm. Students cannot learn
effectively unless they feel safe and secure. We therefore have a Child Protection Policy which reflects both our
statutory duty and our pastoral responsibilities. A copy of this policy can be requested by contacting the Collegiate.

8

Accounting

Why study accounting? The world of finance and investment banking attracts many students. Household names such
as J P Morgan, Merrill Lynch, CSFB and Morgan Stanley are synonymous with exciting assignments and glamorous
lifestyles. Meanwhile, financial scandals such as Enron and Global Crossing have placed accounting at the top of the
business agenda. Careers in accounting and finance are associated with very high salaries. A National Institute study
identified Accounting as the most lucrative of all degree courses in terms of graduates’ lifetime earning capacity (The
Times 28th July 2005). Many accountants move into senior management positions in large firms. The Chief Executive
Officers (CEOs) in many of the UK’s leading companies are qualified accountants. All Finance Directors (the step down
from the CEO in the corporate hierarchy) are accountants.

Content of Course

During the two year programme you will develop an appreciation and understanding of the purposes of accounting,
accounting records: subsidiary books and ledger accounts and the preparation and verification of accounting records.
You will also be introduced to the areas of Financial and Management Accounting and you will learn about the types of
business organisation, accounting concepts, how to prepare of the final accounts and balance sheets of sole traders,
ratio analysis and the assessment of business performance. In addition you will be introduced to budgeting and
budgetary control. In the second year of the programme you will extend your understanding of both financial record
keeping including sources of finance, incomplete records, partnership accounts, published account of limited
companies, accounting standards and Management Accounting. Within management accounting you will explore
manufacturing accounts, costing methods and variance analysis, capital investment appraisal and finally budgeting and
social accounting.

Specific Requirements & Skills Required

• GCSE Mathematics (6); GCSE English Language (6)
• Confident in the use of numbers
• A high standard of literacy
• A logical approach

Progression

University courses in a variety of subjects can be taken. Related subjects are; Business Studies, Economics,
Administration, Management, Marketing. In addition, if you wish to take up a management training course, many of the
well-known accountancy firms take A Level students onto their management training course. These courses offer a well-
structured, and well rewarded career opportunity.

9

Art, Craft and Design

If you are a creative and passionate person with the ability to think-outside-of-the-box then an Art, Craft and Design A
Level could be for you. The course is creatively challenging and personally fulfilling, providing the ideal platform for any
student wishing to pursue the extensive career opportunities in the creative and visual arts field. This subject will appeal
to students who have been successful at GCSE and wish to maintain a creative balance in their studies. Observational
drawing, painting, print making, photography, textiles, sculpture and installation make up this rigorous course within the
@RC building. The techniques covered mirror the multi-disciplinary nature of working within creative industries and will
contribute towards you creating a thought provoking portfolio. You will explore the impact art has in society by
referencing practitioners such as Cornelia Parker, Damien Hirst and Marc Quinn. Trips to Croydon School of Art and
Paris Photo will help to inform your choice of course beyond A Level and support you with the first step towards breaking
into creative industries.

This course is open to students who have achieved a B grade and above in GCSE Art. We also consider portfolio
submissions from students who love Art but did not choose it as a GCSE option. In this instance, your application
portfolio must include:

• An explanation as to why you want to study Art, Craft and Design.
• Fifteen of your best pieces of Art showing your ability to explore a breadth of materials, styles and techniques
• Three famous Artworks which are in your opinion, thought provoking. Include a written analysis of your choices

Content of Course

Year 12 follows the same structure as what is required by the exam board for Year 13.

Component 1: Personal Investigation, 60%
You will unlock your intuitive powers through debating the power of Artists’ work, while experimenting with a breadth of
materials to develop your own recognisable style. Aiming high will enable you to produce a body of work rather than one
single piece. You will curate an exhibition of your outcomes in the @RC Gallery for the Summer Festival and present your
journey to an audience of peers, family and friends. Visiting lecturers and students who are currently studying degrees in
Art will provide extended feedback and portfolio advice throughout this unit. There will also be the opportunity to visit Paris
in November. This component includes a personal study of 1000 words in continuous prose.

Component 2: Externally Set Assignment, 40%
You will produce a second portfolio in response to a given stimuli which is set by the exam board. Previous stimuli
titles have included the elements, identity, relationships and journey. Stimuli tend to be quite broad to allow for
individual development of ideas and a breadth of outcomes. Given a broad theme as a starting point, you are
required to prepare your ideas, intentions and a final response. You will produce your final outcome under exam
conditions in fifteen hours. This will be completed over three days.

Specific Requirements & Skills Required

• Ability to work independently and as part of a group
• Attention to detail
• Creativity
• Production of a portfolio requires persistence and good time management skills
• An eye for composition
• An ability to work creatively with a breadth of materials and composition
• Analytical writing
• Think in a perceptive way
• Wider reading of art essays
• Willingness to research at exhibitions in Central London
• Ability to write an academic essay using the Harvard referencing system

Progression

Foundation art, film studies, architecture, photography, visual merchandising, graphic design, textiles, fashion,
museum/gallery curator, interior design, theatrical make-up, combined degrees which feature Art modules.

10

Biology

Do you wonder at the complexity of life on this planet? Are you interested in how all this life has evolved from a
universal common ancestor? Do you want to understand how living things harness the Sun’s energy to sustain this
life or how the human body works to maintain heath and prevent disease?

Biology is the scientific exploration of the vast and diverse world of living organisms; an exploration that has expanded
enormously within the last four decades revealing a wealth of knowledge about ourselves and about the millions of other
organisms with whom we share this planet. The subject is held together by the five unifying principles; Cell Theory,
Gene Theory, Evolution, Energy and Homeostasis, all of which are studied in detail over the two year course.

Some of the most enjoyable aspects of the course are the opportunities to develop practical skills in observation and
experimentation. It is also interesting to discuss of the application of this dynamic subject in recent news and events
and the subsequent controversy and ethical implications. This fascinating and relevant subject can lead the way to
further biological research which spans an almost infinite spectrum of studies from small molecules to whole
ecosystems.

Content of Course

Year 12
The first year of the course centres first on the study of ‘Module 2 Foundations in Biology’ looking at the structure of
cells and molecules. From this, two further modules are studied, ‘Module 3: Exchange and Transport’ and ‘Module 4:
Biodiversity, Evolution and Disease’. Practical activities throughout the year allow the teaching of ‘Module 1:
Development of Practical Skills in Biology’.

Year 13
For the second year of the course, you will study ‘Module 5: Communication, Homeostasis and Energy’ and ‘Module
6: Genetics, Evolution and Ecosystems’. You will also continue to study ‘Module 1: Development of Practical Skills
in Biology’.
The course culminates in three exams.
• Biological Processes (Modules 1, 2, 3 and 5) 100 marks, 2hr 15 mins, 37% of A Level
• Biological Diversity (Modules 1, 2, 4 and 6) 100 marks, 2hr 15 mins, 37% of A Level
• Unified Biology (Modules 1–6) 70 marks, 1hr 30mins, 26% of A Level

Specific Requirements & Skills Required

• GCSE Biology (7) or GCSE Combined Science (7)
• A high standard of literacy and numeracy
• The ability to hypothesise, research, draw conclusions and evaluate ideas
• The ability to interpret and analyse information presented in a range of contexts
• Good practical skills and a logical approach to practical activities
• A love of reading
• An inquisitive and enquiring mind
• Students are only recommended to continue to A Level if they have achieved A/A* a t GCSE

Progression

With a qualification in Biology, you could go on to study a variety of subjects at university, such as: Environmental
Science, Pharmacology, Medicine and Dentistry. From there, you might enjoy a career in Biotechnology, Health
Care, Food Sciences or Medicine. Amongst the most dynamic and popular fields, at the moment, are to be found in
Embryology and Genetics.

11

Business Studies

Business Studies is a subject of great relevance in a period of rapid change. Business Studies emphasises the diverse
nature of business enterprise, the ever-changing character of business and the interdependence of the various parts
of the business world. It is concerned with themes such as innovation and change, social and environmental
responsibilities, take-overs and mergers and ethical considerations.

It provides a unique insight into the world of work. You will discover how businesses operate and le arn about their
key elements and essential business functions. This knowledge, and the holistic understanding that develops, is
invaluable and it offers an excellent foundation for those wishing to pursue careers in management, marketing, project
management, business accounting, management consultancy, human resources, and business journalism as well as
those interested in continuing further study at University.

Content of Course

During the two year programme you will develop an appreciation of the different types of businesses, the functions of
businesses and how businesses operate in the context of the external environment. You will also learn about the role of
managers within businesses. This will include developing an understanding of what managers do, how they lead and the
different types of management styles which managers may adopt. Decision making is a key management function and
during the course of your studies you will learn how the decision making process is implemented relative to the major
functional areas of business. This will include looking at decision making relating to the marketing, operational, financial,
and human resource functions of the business. As we progress through the course, the focus will move onto the strategic
aspects of business management. You will be encouraged to develop an understanding of the process of strategic planning
and will be learn how to identify suitable strategic options in addition to developing a greater awareness of how to manage
strategic change. All of the subject content will be delivered in the context of real businesses.

Specific Requirements & Skills Required

• GCSE English Language (6)
• The ability to carry out research
• Confident in the use of numbers
• An awareness of current business issues
• The ability to transfer an understanding of theoretical concepts to real business practice
• A high standard of literacy

Progression

University courses in a variety of subjects can be taken. Those who wish to take Business Studies at degree level
will find that all universities offer courses. Professional and vocational courses are also offered at most universities.
Related subjects are: Economics, Accountancy and Finance, Administration, Management, Public Administration
including advertising, marketing, public relations and retailing. Many people who have studied Business Studies find
jobs in areas as varied as administration, advertising, financial services, marketing, personnel, teaching, and in local
and national government.

12

Chemistry

You will get to wear a white coat – we are the only science subject that actively encourages it. You will find out how to
name, as well as make, some of the chemicals you find in shower gel as well as making substances that are used as
flavourings, fragrances, and pharmaceuticals. You will learn why water has odd properties, how greenhouse gases are
formed, how to make the flavouring found in pear drops, how to tell whether a substance is washing powder or a Class
A drug, the many uses of crude oil, and much, much more.

Content of Course

Across Years 12 and 13, you will study content from the three branches of Chemistry in increasing detail:

Physical Chemistry
You will look at the nature of atoms, molecules and bonding, and investigate rates of reactions, thermodynamics and
equilibrium constants.

Inorganic Chemistry
You will discover the trends in the Periodic Table and explain the properties of transition metals and reactions of ions.

Organic Chemistry
You will look at a range of organic molecules from alkanes and alkenes to alcohols and polymers.
There is an introduction to Biochemistry through the study of proteins and DNA. You will learn the latest techniques
used by Scientists to analyse molecules.

There are required practicals throughout the course that students will carry out and evaluate. Your understanding of
these will be assessed through questions in the final examinations rather than a specific practical assessment, so we
will put a strong focus on understanding the purpose of experimental technique.

The course is examined through 3 papers at the end of Year 13:

1. Inorganic and Physical Chemistry – 105 marks, 2 hours
2. Organic and Physical Chemistry – 105 marks, 2 hours
3. Practical skills, data handling and synopsis – 90 marks, 2 hours

Specific Requirements & Skills Required

• GCSE Chemistry (7) or GCSE Combined Science (7)
• A high standard of literacy and numeracy
• The ability to hypothesize, research, draw conclusions and evaluate practical work
• The ability to interpret and analyse information presented in a range of contexts
• Good practical skills and a logical approach to practical activities
• A love of reading, as wider reading will be required
• An inquisitive and enquiring mind
• Students are only recommended to continue to A Level if they have achieved A/A* at GCSE

Progression

Chemistry is a subject that opens doors to many different career paths and it is now almost compulsory for anyone who
wants to study Medicine. People with a degree in Chemistry go on to work in many diverse fields including the
pharmaceutical industry, oil industry, accountancy, marketing, publishing, the civil service and law.

13

Classics

Although the empires of Greece and Rome fell hundreds of years ago, their influence and impact has never truly gone away. The
worlds of film and literature are filled with examples based on Classical history and mythology. The last ten years alone has given us
countless classical films and books indirectly influenced by the ancient world.

However, Classics does not just influence the world of entertainment. Many of our modern political concepts come from the ancients:
democracy is an Ancient Greek term literally meaning “rule by the people” and the US government went as far as naming one of its
ruling bodies after the Roman equivalent: the senate.

At Riddlesdown, you will have the opportunity to access this ancient world. In the first year, we study Homer’s epic poem, th e
Odyssey, and ancient Athenian theatre. In the second year, we focus on Virgil’s reply to the Odyssey, the Aeneid, and matters of
ancient beliefs and ideas.

Content of Course

Year 12
Homer’s Odyssey and Society: The epic tale of Odysseus and his journey home after the Trojan War is one of the earliest and
greatest works of Western literature. Confronted by natural and supernatural threats – shipwrecks; battles; the angry sea god,
Poseidon; monsters and seductive women – his bravery and natural cunning are tested to the limit before he reaches his
homeland. Upon arrival, he faces the suitors who have been planning to marry his wife and ‘steal his world’. This chimes well with
our modern issues of ownership and invasion. The concluding confrontation is as gruesome as any battle fought at Troy. The epic
is studied as a literary text but you will also explore the values of Mycenaean society such as attitudes to the gods, women and
slaves and what it means to be a hero. You will also have the chance to study the history and archaeology behind the epic.
Fundamentally, this book is about what it means to be a warrior, a father, a survivor and a man in the ancient world.
Ancient Greek Theatre: You will read powerful tragedies of Euripides and Sophocles and the satirical comedies of Aristophanes.
As well as studying the plays for their literary and entertainment value, you will consider the context in which the plays we re
written. This includes social status in Athens, the position of women and slaves, religious practice and belief, the place of drama
in Athenian society, the serious messages behind the plays and their political and historical background. There are plenty of
opportunities to consider what makes us laugh and cry and draw parallels with modern theatre and entertainment as a whole.
Theatre was an intrinsic part of ancient Athenian life and this unit aims to show exactly why that was the case.
Year 13
Virgil’s Aeneid: Building on the work from the previous year on the Odyssey, in the second year we look at the great Roman epic
poem, the Aeneid. Like the Odyssey it deals with war, adventures, family and death. However, it is very much a Roman epic,
influenced by the end of the Roman republic and beginning of the reign of the emperors. The debate still rages on over whether
the Aeneid is a pro- or anti-war poem, which is one of the key themes that we will investigate through the course. In addition, while
the Odyssey was about a man trying to return to his home, the Aeneid is about a man whose home has been destroyed and is
trying to find a new one. In our world of refugee crises and immigration laws, the themes of the Aeneid could not be more cur rent.

Belief and Ideas unit:
For this unit, we will study one of the following options:
• Greek Religion
• Love and Relationships
• Politics and the Late Republic
• Democracy and the Athenians

The purpose of this unit is to consider an area of classical thought and combine it with either literary or material sources. Students
will able to look at a broad range of sources, while still maintaining analytical depth, as they consider areas such as polit ics and
correct governance, what is ‘right’ and ‘wrong’ when it comes to love and desire, and the nature of the gods, incl uding their
relationship with mankind.

Specific Requirements & Skills Required

• GCSE English Language (6); GCSE English Literature (6)
• A high standard of literacy
• The ability to research, make connections and draw parallels
• A love of reading and analysing texts
• A willingness to analyse our own world as well as that of the ancients.
• An open, inquiring mind and a love of debate

Progression

University graduates in Classics have found careers in law, journalism, research, administration, media, museums, art galleries and
heritage management, archaeology, the Civil Service, accountancy, computing, commerce and industry as well as in teaching.

14

Computer Science

You will be will encouraged to develop the capacity to think creatively, innovatively, logically and critically. It will provide you with an
understanding of the organisation of computer systems, including software, hardware, data, communications and people. The course
will teach you the ability to apply skills, knowledge and understanding of computing, including programming, in a range of contexts
to solve problems. You will investigate the relationships between different aspects of the subject, perceive the field of study in a
broader perspective resulting in an understanding of the consequences of using computers socially, legally and ethically.

Through the study of programming languages you will learn to write basic computer programs to fulfil specific functions. In addition
you will learn how programs are structured, the types of data and data structures to be used, how to write maintainable programs
and how to test and run solutions. Through the production of coursework you will learn how to produce a written report to document
the development of a system from the design phase through to evaluation.

Content of Course

• Paper 1 – On-screen exam: 2 hours 30 minutes and 40% of the overall A Level
• This paper tests a student’s ability to program, as well as their theoretical knowledge of Computer Science from

subject content and skills required.
• Paper 2 – Written exam: 2 hours 30 minutes and 40% of the overall A Level
• This paper tests a student’s ability to answer questions from subject content.
• Non-exam assessment – and 20% of the overall A Level
• The non-exam assessment assesses students’ ability to use the knowledge and skills gained through the course to

solve a practical problem. Students will be expected to follow a systematic approach to problem solving.

Subject Contents

• Fundamentals of Programming
• Fundamentals of data structures
• Fundamentals of algorithms
• Theory of computation
• Fundamentals of data representation
• Fundamentals of computer systems
• Fundamentals of computer organisation and architecture
• Consequences of uses of computing
• Fundamentals of communication and networking
• Fundamentals of databases
• Big Data
• Fundamentals of functional programming
• Systematic approach to problem solving
• Non-exam assessment – the computing practical project
• Non-exam assessment – the computing practical project

Specific Requirements and Skills Required

• GCSE Mathematics (6)
• GCSE Computer Science (5)
• A high standard of both literacy and numeracy
• An ability to problem solve independently
• A love of computers and an interest in computer programming
• An ability to use precision in language and to trouble shoot to find errors

Progression

This course is suitable for people looking to go on to a degree in computing. Universities will appreciate your ability
to breakdown and solve problems by using innovative and logical solutions. Students will be well s uited in any
computing degree whether the focus be programming for the web, programming for computer games, computer
science, networking or databases. This A Level would also be suitable for students thinking of a career in
programming or software development.

15

Dance

Dance focuses on the development and performance of choreographic skills. Students will receive training on technique
and the health and safety of the dancer. Critical skills will be developed in terms of analysis of choreography and
performance within their own work and professional repertoire. In Component 1, there is a solo performance linked to a
specified practitioner within an area of study, a performance in a quartet and a group choreography task. The practical
exam totals to 50% and is worth 80marks. Component 2 (50%) is the written exam and assesses the subject content
for critical engagement. The equal weighting of practical and theoretical work means students must be well organised
and able to plan their time effectively if they are to be successful in this A Level.

Content of Course

A-level Dance is a dynamic qualification which encourages students to develop their creative and intellectual
capacity, alongside transferable skills such as team working, communication and problem solving. All of thes e
are sought after skills by higher education and employers and will help them stand out in the workplace whatever
their choice of career. This specification reflects both historical and current dance practices, making it more
relevant, and inspires a lifelong passion and appreciation for dance.

The A-level Dance specification requires students to develop, demonstrate and articulate practical and theoretical
knowledge, understanding and experience of:

• technical and performance skills
• the process and art of choreography
• the interrelationship between the creation, presentation and viewing/appreciation of dance works
• the development of dance placed within an artistic and cultural context
• professional dance works and the significance of these works
• Subject specific terminology and its use.

Specific Requirements and Skills Required

• An interest in widening your knowledge Dance and Performing Arts
• The ability to analyse and critique professional work
• The ability to work effectively within a group
• The ability to work independently
• Self-motivation
• The ability to form in-depth opinions and express them during class discussion

Progression

Dance will allow students to gain entry to university to study Dance at degree level. It will also be useful for degrees
in Sports Science and other Performing Arts. Students seeking careers in the Arts – including teaching, marketing,
journalism, movement therapy and theatre management would gain from having an A Level in this subject.

16

Design Technology: Product Design

This Design and Technology course gives students the practical skills, theoretical knowledge and confidence to
succeed in a number of careers, especially those in the creative industries. They will investigate historical , social,
cultural, environmental and economic influences on design and technology, whilst enjoying opportunities to put their
learning in to practice by producing prototypes of their choice. Students will gain a real understanding of what it
means to be a designer, alongside the knowledge and skills sought by Higher Education and employers.

Content of Course

Year 12
Students will use their experiences from Year 11 to enhance their making skills , completing a variety of protoypes
including a modern speaker system, as well as improve their presentation skills by creating a portfolio using a variety
of computing skills. With this, students will enhance their theory practice and will be introduced to new manufacturing
processes in the world of design and technology.
Year 13
Students will complete a 35 page A3 portfolio and prototype. This piece of work is worth 50% of their A -Level and
will contribute to any evidence needed for Universities when needing to demonstrate documentation for design and
making skills. Students will then complete two exams which are in the theme of ‘Technical principles’ (30%) and
‘Design & make principles’ (20%).

Specific Requirements and Skills Required

• Ability to develop ideas through sustained and focused investigations informed by contextual and other
sources, demonstrating analytical and critical understanding.

• Ability to explore and select appropriate resources, media, materials, techniques and processes, reviewing and
refining ideas as work develops.

• Ability to record ideas, observations and insights relevant to intentions, reflecting critically on work and
progress.

• Ability to present a personal and meaningful response that realises intentions and, where appropriate, makes
connections between visual and other elements.

Progression

The most common progression from Design Technology is on to courses in Product Design, Engineering and
Manufacture, Construction, Advertising, Graphic Design, Architecture and all other Design related careers. In
addition, Design Technology has strong links with other Science, Engineering and Mathematics based careers.

17

Drama and Theatre

Drama and Theatre requires students to explore, perform and direct a variety of play texts, devise original performance,
analyse theatre and production values and critically evaluate the work of practitioners and playwrights.

Throughout the course you will study significant theatre practitioners, developing your understanding of both theatrical
history and contemporary theatre.

Content of Course

Component 1: Devising
40% of the qualification
Students will devise an original performance piece, using a key extract from a performance text and a theatre practitioner
as stimuli. This is internally assessed and externally moderated.
There are two parts to the assessment:
1. A portfolio (30% of the qualification)
2. The devised performance (10% of the qualification)

Component 2: Text in Performance
20% of the qualification
There are 2 parts to the assessment:
1. A group performance of one key extract from a performance text. (12% of the qualification)
2. A monologue or duologue performance from one key extract from a different performance text. (8% of the

qualification)

Component 3: Theatre Makers in Practice. Written examination: 2 hours 30 minutes
40% of the qualification
There are 3 parts to this assessment:
1. Live theatre evaluation
2. Practical exploration and study of a complete performance text – focusing on how this can be realised for

performance.
3. Practical exploration and interpretation of another complete performance text, in light of a chosen theatre practitioner

– focusing on how this text could be reimagined for a contemporary audience.

Specific Requirements & Skills Required

• Drama GCSE (6) (if taken) – If Drama GCSE not taken, GCSE English Lit (6) and English Language (5)
• An enthusiasm for practical work
• A willingness to develop as a performer
• An enthusiasm for performing
• A high standard of literacy
• The ability to research and make connections between the theatre and performing for a modern audience
• The ability to produce a high standard of work independently
• Discipline to research independently
• An open, inquiring mind and an ability to discuss Drama in an intellectual way

Progression

Typical career paths arising from this course are jobs in the performing arts industry, the media, teaching and literary
fields. There are many courses at University that approach the subject from both a practical and theoretical basis and
many will combine other subjects such as History, Classics or English. There are a number of specialised Drama
Schools that offer performance or technical based courses, such as RADA, The Central School of Speech and Drama
and East 15. These types of courses could lead to work in the professional theatre or television.

18

Economics

We are living in very interesting times to study Economics. After the NICE years (1994 – 2007) came the Financial crisis
of 2008, followed by the Great Depression. Most developed countries are still feeling its effects, with stagnation in parts
of Europe and uncertainty about future growth elsewhere. When this is linked to political tensions, for example in the
Middle East and Russia, it makes for a difficult climate for policy makers.

During the two year programme your study of economics will be divided in the two key areas of economic theory. In
terms of Microeconomic theory, you will learn about the economic problem, the allocation of resources, the concept
of scarcity, production and efficiency and market failure. You will learn about the economic as pects of the labour
market including equality, equity and the distribution of income and wealth. Finally you will develop an awareness of
how the government intervenes in markets to correct market failure and the risk of government failure. You will
develop an understanding of why some markets work and others fail. You will consider commodity, energy and labour
markets

In terms of Macroeconomic theory you will develop an understanding of how macroeconomic performance is
measured, how the macro economy works including the circular flow of income and the aggregate demand and
aggregate supply concepts. Your studies will also involve learning about monetary policy and how the financial
markets operate. You will also learn about fiscal policy. Finally you will develop an awareness of the importance of
the international economy and the impact of globalisation.

Assessment exam papers at the end of Year 13:

Paper 1 Markets and Market Failure
Paper 2 National and International Economy
Paper 3 Economic Principles and Issues

This is done through a combination of data response, essay and multiple choice questions.

Specific Requirements & Skills Required

• GCSE Mathematics (6)
• Analytical and evaluative skills
• High level of literacy
• Numeracy and logic
• An interest in economic issues in the news
• Research skills

Progression

Economics, Business or Politics related degree courses as well as opportunities in finance,
Public Administration, Business or Education.

19

English Literature

Salman Rushdie has said that literature “opens the mysterious doors of imagination and understanding” and C.S.
Lewis felt that “it irrigates the deserts that our lives have already become”. If these metaphors resonate with your own
curiosity about the potential magic, meaning and metamorphosis waiting to be discovered between the covers of a
book, this course offers the prospect of exploring a variety of novels, poetry and plays written from the 16th Century
to the present day – some of which you are free to choose for yourself. English Literature will help you develop a
range of key skills: perceptive analysis of the way in which writers craft texts; fluent communication of personal
insights; adept assimilation and synthesis of ideas from a wide range of sources. Above all else, it is the chance to
indulge your love for reading and share your opinions and enthusiasm with others.

Content of Course

A rich and diverse range of literature is presented. Students are required to study a total of eight texts over the ful l
A Level. The selection must include at least: two plays, two novels, two poetry anthologies, three texts published
before 1900, one play by Shakespeare and one text published after 2000.

Of course, examiners will also expect students to have read more widely than these primary texts therefore students
are encouraged and expected to read outside of the scope of these primary texts.

The first of two exams is entitled ‘Love Through the Ages’ and, as well as one unseen poetry element, includes
assessment based on Shakespeare’s tragedy Othello, Fitzgerald’s novel The Great Gatsby and a selection of love
poetry published before 1900.

The second exam – entitled ‘Texts in Modern Times’ – includes one unseen prose element and questions on:
Williams’ modern drama A Streetcar Named Desire, the recent poetry collection Skirrid Hill by Welsh poet Owen
Sheers and the popular Margaret Atwood novel, The Handmaid’s Tale.

The final 20% of the course is assessed through the completion of a piece of coursework that expects students to
compare two texts of their own choice. This is an exciting opportunity for candidates to pursue personal literary interests
and play to their own strengths.

Specific Requirements & Skills Required

• A love of reading really is essential – you will be expected to complete a significant part of the reading outside of
lessons.

• The ability to analyse any text convincingly whilst considering a variety of different possible readings.
• A high level of literacy is crucial – do you have the potential to construct well-written essays?
• History is important too – your general knowledge should allow you to comment on the way literary texts reflect and

comment on the social and cultural contexts in which they are conceived and appreciated.

Progression

Universities and potential employers alike appreciate the range and depth of skills you develop during the study of
English Literature at A Level. The course will prepare you well for any role or degree which requires you to analyse
information, communicate effectively and work with others. It is also particularly useful for enhancing your extended
writing skills and will, therefore, be beneficial to the study of any subject at degree level.

20

French

French has a wider currency as a language than is often realised. It is spoken as a first language in many parts of the world
and is also one of the main languages of diplomacy within the EU. The French language possesses a heritage of great
literature and includes works by authors as diverse as Molière, Proust and Sartre and by more contemporary writers such
as Lévy and Le Clézio. Equally well regarded is the French philosophical tradition including such seminal figures as
Descartes, Voltaire or Bourdieu. When it comes to the ‘7ème Art’, French directors such as Pagnol, Truffaut and Cocteau
have influenced the world’s cinematography as well as offered relevant and deep analysis of the French society. France
is our nearest neighbour in Europe and the one with which our history is most closely tied. In this sense, the study of French
is also the study of us, in so far as the examination of French culture illuminates the similarities between Britain and France
as well as the differences.

Content of Course

Year 12
This is taught through listening, speaking, reading and writing skills and covers the following contemporary topics:
• Aspects of French-speaking society: the changing nature of family, the 'cyber-society' and the place of voluntary

work
• Artistic culture in the French-speaking world: a culture proud of its heritage, contemporary francophone music and

cinema: the 7th art form
• Grammar and translation
• Works: Literary text or film

Year 13
This is again delivered through listening, speaking, reading and writing skills and embraces the following current social
issues:
• Aspects of French-speaking society (current trends): the changing nature of family, the ‘cyber-society’, the place of

voluntary work
• Aspects of French-speaking society (current issues): Positive features of a diverse society, life for the marginalised,

how criminals are treated
• Artistic culture in the French-speaking world: A culture proud of its heritage, contemporary francophone music,

cinema
• Aspects of political life in the French-speaking world: Teenagers, the right to vote and political commitment,

demonstrations, strikes – who holds the power?, politics and immigration
• Grammar and translation
• Works: Literary text and film
• Individual research project

Specific Requirements & Skills Required

• A strong drive to communicate clearly and effectively
• The confidence to engage in oral work
• A fascination for the French and francophone cultures
• An inquisitive and curious mind
• A high standard of literacy
• Highly self-motivated
• The willingness to take risks and make mistakes as part of the learning process
• An ability to manage time effectively and meet deadlines
• Confidence using and manipulating a range of different grammatical structures and tenses
• An ability to use reference materials effectively

Progression

Most universities offer French and the subject can be studied either on its own or together with a range of other
disciplines.

21

Geography

Geography is concerned with the interface between people and their varied environments. In particular, geographers seek to
explain human and physical processes and the interaction between them. A considerable amount of modern Geography is
based upon current issues and decision-making. Geographers attempt to understand people’s differing values and attitudes,
and their interaction with both the human and natural environments. Moreover, they endeavour to understand and explain both
physical and human processes as a means of making predictions and judgements.

The Geography course is designed to meet this challenge and create an engaging and dynamic curriculum that is relevant and
appropriate to learners of today.

Content of Course

Edexcel A Level

Year 12
Unit 1 – Dynamic Landscapes: Tectonic Processes and Hazards: Students will study the risk posed by earthquakes, volcanic
eruptions and secondary hazards such as Tsunamis and how these risks vary. This is especially the case where there is a
combination of plate boundaries, high population density and low levels of development. Students will study the causes of th ese
hazards, the impacts and the varying approaches of management techniques that can be taken.

Unit 2 – Dynamic Landscapes: Coastal Landscapes: Students will study how these landscapes are developing and how these
ongoing processes are the formation of distinctive coastal landscapes. The final consideration in this unit is to understand globally
how these areas are threatened and what can be done to manage both the physical and human threats that they face.

Unit 3 -Dynamic Places, Globalisation: Students will consider how globalisation and global interdependence continue to
accelerate, resulting in changing opportunities for businesses and people. Inequalities are caused as a result of these shif ts in
wealth and cultures are open to exposure to new ideas and people. They will consider the tensions and pressures that
communities and environments face and understand what sustainable solutions are on offer for the future?

Unit 4 - Dynamic Places: Regenerating of Places: Both urban and rural areas suffer inequalities for a range of reasons and this
unit will give students the understanding of who (key players), how (methods), successes (impacts) and futures of regeneratio n
schemes at a variety of scales. This will include a study of our 'local space' and how this is a contra st to other areas at a range
of scales.

Year 13
Unit 5 & 6 – Physical Systems and Sustainability, The Water Cycle and Water Insecurity & The Carbon Cycle and Energy Insecurity:
The carbon and water cycle are both vital in human survival and with continual physical and human demands on the environment
these 2 cycles are changing. In the future our access to both water and energy sources is key for development and they are both a
key factor in understanding global climate change.

Unit 7 - Global Development and connections, Superpowers: Students will look at how the power of dominance across the globe has
changed over time and what the reasons are for these changes. Emerging superpowers can have a significant impact on the global
economy, global politics and the environment.

Unit 8 - Global Development & Connections, Health, Human Rights and Intervention: Students will consider the need to understand
the development of a country cannot be simply based on economic factors- this is outdated and unreliable. This unit also considers
the national and global institutions that make decisions and how geopolitical intervention has an impact on both human health and
well-being.

Alongside the 3 terminal exam papers (total of 3 papers at 30% each), there is a piece of coursework to be written which is worth
20% of the final A Level grade (3000-4000 words long) and is based on a 4 day compulsory field trip to be taken in the Autumn Term
of Year 13.

Specific Requirements & Skills Required

• Geography (6); GCSE English Language (6); GCSE English Literature (6)
• An ability to undertake individual research/investigative work, including fieldwork
• A willingness to extend your understanding of geographical ideas, concepts and processes
• An ability to identify and analyse the connections between the different aspects of geography
• An ability to analyse and synthesise geographical information in a variety of forms and from a range

of sources
• A willingness to consider new ideas and developments about the changing nature of the globe in the 21st century and

demonstrate a keen interest in current affairs
• An ability to critically reflect on and evaluate the strengths and limitations of approaches and methods used to research

different theories

Progression

Those who wish to take Geography at degree level will find that most universities offer courses. Related subjects are Surveyi ng,
Geology, Meteorology, Environmental Management and Social Services. Geography incorporates a tremendous variety of aspects
with an enormous range of skills and techniques. Career opportunities are extensive and varied as a Geography degree is
recognised for the wide range of skills it develops.

22

Politics

“I don’t do politics!” Really? Who says you can’t buy alcohol under 18? Who sa ys you have to stay in education or
training until 18? Who chooses our politicians? Does Parliament truly reflect society? Are the political parties really
any different from each other? What impact will 'Brexit' have on the UK? Why is the UK involved in c onflicts around
the world? Why does poverty exist? Is climate change the most important global issue? Through the study of current
affairs, independent research and interpreting the words and acts of politicians in an objective way, you will reach a
clear understanding of a range of British and global politics and how they are linked.

Content of Course

Year 12
UK Politics: democracy and participation; political parties; electoral systems; voting behaviour and the media.
UK Government: the constitution; Parliament; the Prime Minister and the Executive; relations between the branches.

Year 13
Core and Non-core political ideas: Conservativism, Liberalism, Socialism and Feminism
Comparative Politics - Global Politics: the state and globalisation; global governance – economic, political, human
rights and environmental; power and developments; regionalism and the EU; comparative theories - realism and
liberalism in global politics.

Specific Requirements & Skills Required

• GCSE English Language (6); GCSE English Literature (6)
• A real and developed interest in current affairs
• A high standard of literacy
• The ability to research and make connections
• A love of reading and analysing texts and philosophical ideas
• An open, inquiring mind and a love of debate
• A fascination for international developments and the ideas of other people and their views about society
• An ability to draw parallels between ideas and theories and their application in the modern world

Progression

Many students who have studied Politics at Riddlesdown have gone on to study it at university, either on its own,
alongside another subject or as part of an International Relations course. Politics and International Rela tions are
popular degree courses offered by many universities. It lays a good foundation for courses in Law, Sociology,
Economics, History and Philosophy amongst others. Career opportunities are extensive and varied as a Politics
degree is recognised for the wide range of skills it develops.

23

History

Have you ever wondered why the film and TV industries continue to dramatise events in the past? It’s because they are
fascinating and important. We need to study the past to be able to understand where we come from and our position in
the world, and to learn lessons for the future. History broadens the mind. It allows us to fulfil our natural inquisitiveness.
It’s concerned not only with the ‘hows’ but, more importantly, the ‘whys’. An interest in the past stems from the needs of
people to discover a sense of their own identity and an awareness of their own culture, as well as that of other societies.
The study of History is pursued through the examination of a wide range of evidence; the historian’s skill lies in the
ability to evaluate and interpret this evidence and to present clear, concise and relevant arguments in support of
conclusions about the past.

Content of Course

Students will follow Edexcel's Route E A level course.
Year 12
Paper 1 - Russia, 1917-91: from Lenin to Yeltsin. In this 'breadth study', students will learn about the key political, social and
economic features of communist rule in Russia during an era that saw its authority and influence rise to the status of a
superpower, only to diminish and decline later in the century.
Paper 2 - Mao's China, 1949-76. In this depth study, students will evaluate the political, economic, social and cultural
transformation of China under Chairman Mao Zedong. The aftershocks of thes e changes are still being felt today
as China emerges as a great economic and political power on the world stage.

Year 13
Paper 3 - Protest, agitation and parliamentary reform in Britain, 1780-1928. This 'breadth and topics in depth' study
explores the relationship between authority and mass agitation in Britain; the struggle for greater representation and
the ways in which the interests and concerns of individuals in society could make themselves known.
Coursework - the purpose of coursework is to enable students to develop skills in the analysis and evaluation of
interpretations of history in a chosen question, problem or issue related to Paper 3 as part of an independently
researched assignment.

Specific Requirements & Skills Required

• GCSE English Language (6); GCSE English Literature (6)
• A real and developed interest in History
• Excellent organisation and time management
• Self-motivation, initiative and perseverance
• The ability to research, read and make notes independently from a variety of sources
• A high level of literacy
• An ability to convey opinions, debate and challenge the views of others
• The ability to write coherently and with confidence using knowledge and sources to support an argument

Progression

Those who wish to take History at degree level will find that most universities offer courses. Related subjects at
university are American studies, Archaeology, Classical Civilisations, English, History of Art, Law, Politics,
Philosophy and Sociology. History combines well with another subject as a joint honors degree. Careers can be
pursued in a number of fields, not just those relating to History, as employers recognise the vital skills that a History
related degree offers.

24

Latin

Latin is the study of the Ancient Roman world through its language and literature. The course provides a chance for
students to extend the skills they developed at GCSE and approach much more challenging texts. Over the two years
of the course, students will study a range of Latin prose authors including Pliny, Tacitus, Seneca and Cicero (students
will not have to study all of these authors). They will also study a range of Latin verse authors including Ovid, Propertius,
Tibullus and Virgil (likewise, students will not have to study all of these authors). In addition to this, they will continue to
build up their language skills and vocabulary and along the way they will be able to appreciate how the ancient world
influences our own both in terms of culture and language.

Content of Course

At the end of Year 13, the students will sit the modules listed below. During the two years of the course they will
have prepared for the content of these papers thoroughly in their lessons.

Latin Unseen: This unit tests candidates’ ability to translate unseen Latin prose and verse (the verse portion will be from
Ovid). It takes the form of a 105 minute paper, which makes up 33% of their total A Level. Candidates will need to be
familiar with the Latin of authors from the 1st century BC and the 1st century AD. They will need to be able to recognise,
analyse and translate grammar and vocabulary that they have learnt throughout the course.

Latin Comprehension or Prose Composition: Students will either need to answer comprehension questions on an
unseen passage taken from Pliny’s letters or translate an unseen passage of English into Latin. It takes the form of a
75 minute, which makes up 17% of their total A Level. They will need to be able to recognise, analyse and translate
grammar and vocabulary that they have learnt throughout the course.

Latin Verse: Students will study excerpts from Virgil’s Aeneid, an Epic poem. It takes the form of a 120 minute translation
and comprehension paper, which makes up 25% of their total A Level.

Latin Prose: Students will study excerpts from Cicero’s Phillipics, It also takes the form of a 120 minute translation and
comprehension paper, which makes up 25% of their total A Level.

Specific Requirements & Skills Required

• The ability to learn and retain large amounts of vocabulary and grammatical knowledge, building on what has
been learnt at GCSE

• A willingness to revise personal knowledge and fill gaps in understanding
• The ability to translate Latin passages accurately and thoroughly, not giving up when things become challenging
• To be able to analyse ancient literature and talk about it in an educated fashion
• The ability to see how a writer’s surroundings can affect their work
• To be able to compare and contrast different passages and see how the work of one author can influence another

Progression

Those who wish to continue studying Latin at degree level have a variety of options open to them. Many universities run
courses in Classics, where a student’s knowledge of Latin language and literature can be more fully combined with
ancient philosophy, history, archeology, art and linguistics, in whatever format suits the individual learner. There are
also numerous dual honours courses, where Classics can be combined with other subjects.

A degree in Classics can be useful for jobs in law, the civil service, the Foreign Service, academia, education, archeology
and many other professions. Because of the challenging nature of the subject and large number of interdisciplinary skills
it requires, many Classicists go onto jobs in the public and private sectors, such as consultancy and finance.

25

Mathematics & Further Mathematics

Mathematical skills foster clarity of thought, powers of analysis and evaluation, as well as reasoned judgement and the
ability to provide solutions to problems in a structured and logical way. Students will study two main elements: Pure
Mathematics and Applied Mathematics. The core modules cover Algebraic processing skills, Functions, Sequences and
Series, Co-ordinate Geometry, Trigonometry and Calculus. The applied module consists of two main areas of expertise:
Mechanics and Statistics. Mechanics considers topics such as Forces and Dynamics, Kinematics, Equations of Motion
and Moments. Statistics examines areas such as Probability, Graphical Representation of Data Sampling Methods and
Hypothesis Testing. This is a challenging course which requires a high level of commitment from all who study it,
regardless of ability.

Those who are especially gifted in mathematics may wish to seek a further challenge by enrolling on the Further
Mathematics A-Level course. Here, a further four modules, made up of two Further Pure modules and two applied
modules, will be completed. This is a completely separate qualification from A-Level Mathematics.

Content of Course

The content as outlined below for both Mathematics and Further Mathematics is yet to be confirmed and is subject
to change
Mathematics
Pure 1 will be studied in Year 12 and Pure 2 will be studied in Year 13, with elements of both Statisti cs and
Mechanics covered alongside each of these modules.
Further Mathematics
Further Pure 1 will be studied in Year 12 and Further Pure 2 will be studied in Year 13. Alongside these modules,
two further modules in applied mathematics will also be taken, compromising of Statistics, Mechanics or Decisions.
Decision mathematics deals with application of algorithms in order to solve problems.

Specific Requirements & Skills Required

• GCSE Mathematics (7)
• A high level of algebraic ability and excellent mental arithmetic
• Good problem solving skills is essential
• A determination to master complex concepts
• A commitment to extensive independent study

Progression

Mathematics courses are offered at all universities and there are a range of different courses available.
Mathematics is probably the single most useful A Level qualification and is highly respected by establishments. It
is acceptable for degree courses in the Social Sciences, the Arts and Humanities as well as for Science -based
courses. The versatility and applicability of the skills and knowledge which Mathematics provides ensures that
there is a constantly high demand from employers for people who have studied the subject .

Mathematics lies at the heart of a wide range of disciplines, especially in the Sciences. The subject plays an important
role in other disciplines too, in areas such as ICT, Business, Geography and Social Sciences.

26

Media Studies

Media studies A Level gives students the skills to study a range of media forms in terms of a theoretical framework
which consists of media language, representation, media industries and audiences. The following forms are studied in
depth: newspapers, magazines, television, online, social and participatory media, advertising and marketing, film, music
video, radio and video games. Students will gain analytical and production skills across a range of platforms. Students
will apply their understanding through the construction of individual media products using industry software. The skills
acquired are transferable to many jobs, and hobbies, inside and beyond the media sector.

Content of course

70% Examination and 30% Non-Examined Unit (coursework) both completed in second year.

Component 1: Media Products, Industries and Audiences
Written examination: 2 hours 15 minutes 35% of qualification

Component 2: Media Forms and Products in Depth
Written examination: 2 hours 30 minutes 35% of qualification

Component 3: Cross-Media Production
Non exam assessment 30% of qualification

Year 1: You will develop textual analysis skills as you learn about the codes and conventions, representations,
audiences and institutions related to the media. You will also develop production skills, familiarising yourself with Final
Cut Pro editing software and Photoshop. You will examine 'set products' such as Beyonce's Formation video, I Daniel
Blake, Huck Magazine, The Times online.

Year 2: You will continue to develop analytical skills and consider marketing strategies used within the industry. Equally,
students will consider the changing role of audiences in the contemporary media landscape. Media language will be
used to analyse 'set products' such as The Returned, Late night Woman's Hour, Assassins Creed, Humans and Attitude
magazine online. Students will also create their own two media products from a set number of briefs.

Specific Requirements & Skills Required

• GCSE English Language (6)
• Good literacy, fluency of writing and ability to construct a cohesive argument supported by evidence
• A curiosity about the contemporary media landscape
• An interest in what shapes a media text
• An ability to analyse texts and look for layers of meaning
• The enthusiasm and commitment to plan and develop your own productions
• Excellent time management skills and an ability to work under pressure as the coursework is exciting but very

demanding
• Some skill in creativity and design and reasonably good ICT skills

Preferably, students should have good literacy, fluency of writing and an ability to clearly convey ideas

Progression

Many universities offer a range of courses related to the media – depending on where your interests lie and what you
would want from a career. The media industry itself encompasses a wide range of different careers and has expanded
even more with the recent and rapid growth of digital media. Possible careers are in areas such as radio and TV,
animation, computer games authoring, advertising, journalism, web design, interactive media and photo imaging.

27

Music

Music is a subject which draws together a wide variety of skills which are able to help create the confident, able and
responsible student Universities are looking for. You will develop performance skills (solo and/or ensemble), compose
music and learn about harmony. You will build up your aural and analytical skills by studying selections of set works
from all different genres of music, from Renaissance to Jazz. The full course is excellent preparation for higher education
courses in music, but is equally valuable for non-specialists as a second or third area of study. We run a very full and
varied extra-curricular programme which supports the performance element of the examination, which itself makes up
30% of the overall weighting. You will have the opportunity to enhance your ICT skills through use of both score-writing
software and sequencing programmes plus recording equipment in the purpose-built music technology suite.

Content of Course

Component 1:
In this component students focus on their performance skills. They perform a live recital either as a solo or as part of
an ensemble. The total performance time must be a minimum of 8 minutes of music. Technique, expressive control
and expressiveness are all assessed in this unit.

Component 2:
In this component students focus on and develop their composition skills. One composition can either be chosen from
six briefs relating to the areas of study, or students have the option to choose a free composition. This carries 40 of the
marks for the composing assessment. The other composition must be from a list of four briefs assessing technique and
carries 20 marks. Coherence, expressive control and technical control are all assessed in this unit. Students will also
work on harmony skills.

Component 3: Appraising
In this component students focus on listening to and appraising a variety of pieces of music, familiar and unfamiliar,
from 6 Areas of Study: Vocal Music, Instrumental Music, Music for Film, Popular Music and Jazz, Fusions, and New
Directions.

Specific Requirements & Skills Required

• If you have not got a Grade 6 in GCSE Music you should be working towards, or have achieved,
Grade 5 music theory, instrument or voice

• A high standard of literacy
• The ability to research and make connections
• A love of reading about, listening to and analysing music
• An open, inquiring mind and a love of debate
• An ability to draw parallels

Progression

A-level Music is a highly regarded subject, either alongside other creative courses or in demonstrating a broader range
of skills next to Science, Maths or other non-creative subjects. University degree courses in Music fall into two main
categories: Music Performance (at music colleges such as the Royal Academy of Music), and the more academic-based
courses in Music. Career pathways are very varied in the wider world of music. Students could become professional
musicians (performers composers, arrangers), sound technicians, music therapists, teachers, or private tutors. Jobs
that are less directly related a Music degree, but where a Music degree could be very valuable, include arts
administration, production work in radio and theatre, events management, and entertainment law.

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Photography

Photography is the only language that can be understood anywhere in the world. This is a dynamic A Level option where
you will explore the creation of photograms in the darkroom, fast shutter speed photography in the studio and innovative
post production using Photoshop. All the techniques covered mirror the fast paced demands of working within the
photography industry and our state of the art facilities will contribute towards you creating a thought provoking portfolio.
Creative minds come together to innovate and push the boundaries of visual language to leave a lasting impression on
anyone who views your work. You will explore the impact photography has had on consumerism, civil rights and
contemporary art by referencing practitioners such as Barbara Kruger, Peter Kennard and Alyssa Monks. Trips to The
Photographer’s Gallery and Paris Photo will help to inform your choice of course beyond A Level and support you with
the first step towards breaking into creative industries.

A B grade In GCSE English language and / or English Literature is desirable. You will be required to submit a portfolio
before being accepted on to the course. Your portfolio must include:
• An explanation as to why you want to do Photography
• Fifteen of your best photographs which you have taken showing your ability to explore composition through portraiture,

still life and landscapes.
• Three famous photographs which are in your opinion, thought provoking. Include a written analysis of your

choices

Content of Course

Year 12 follows the same structure as what is required by the exam board for Year 13.

Component 1: Personal Investigation, 60 %
Throughout this unit, you will develop ideas through written analysis of Artists’ work, experiment with lighting, record
your thought process and present a final outcome which will be included as part of an exhibition during the Summer
Festival in the @RC Gallery. You will aim high to produce a body of work rather than one single piece. Visiting lecturers
and students who are currently studying degrees in photography will provide extended feedback and portfolio advice
throughout this unit. There will also be the opportunity to visit Paris in November. This component includes a personal
study of 1000 words in continuous prose

Component 2: Externally set task, 40%
You will produce a second portfolio in response to a given stimuli which is set by the exam board. Previous stimuli titles
have included community, tension, composition and Pick and Mix. Stimuli tend to be quite broad to allow for individual
development of ideas and a breadth of outcomes. Given a broad theme as a starting point, you are required to prepare
your ideas, intentions and a final response. You will produce your final outcome under exam conditions in fifteen hours.
This will be completed over three consecutive days.
You will also produce a portfolio for unit 3 and unit 4 in Year 13 which includes one academic essay minimum 1000
words.

Specific Requirements & Skills Required

• Ability to work independently and as part of a group
• Attention to detail
• Creativity
• Production of a portfolio requires persistence and good time management skills
• An eye for composition
• An ability to work creatively with lighting, models, cameras and Photoshop
• Analytical writing
• Think in a perceptive way
• Wider reading of photographic essays
• Willingness to research at exhibitions in Central London
• Ability to write an academic essay using the Harvard referencing system

Progression

Photography degrees (editorial, fine art, travel, journalism, fashion, commercial, documentary), foundation art, fine art,
film studies, museum/gallery curator, combined degrees which feature photography modules.

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Physical Education

This course builds on experiences from GCSE to enhance your knowledge and increase your understanding of the
factors that affect performance and participation in physical education. PE offers you the opportunity to experience a
variety of different practical roles including, performer, coach and official, as well as looking into the physiological and
psychological effects sport can have on the performer.

Content of Course

PE is a two year course. There are terminal exams at the end of year 13. This makes up 70% of the A Level with the
remaining 30% non-exam assessment (practical) with students assessed in the role of player/performer or coach.
Applied Anatomy and Exercise Physiology – musculo-skeletal system, cardiorespiratory system, neuromuscular
system and energy systems.
Biomechanical movement – biomechanical principles, levers, analysis of movement.
Sports acquisition – skill continuums and transfer of skills, principles and theories of learning and performance, skill
classification and use of guidance and feedback.
Sports psychology – factors that can influence an individual in physical activities, dynamics of a group/team and how
they can influence the performance of an individual and or team and goal setting.
Sport and Society – the factors leading to the emergence of modern sport through to the globalisation of sport in the
21st century and the impact of sport on society and of society on sport.
The Role of Technology in Physical Activity and Sport – the use of technology to analyse physical activity and sport.

Specific Requirements & Skills Required

• As the course is 30% practical, you must be competent in one of the three following categories: player/performer
or coach

• The ability to apply knowledge and understanding from different areas of course content to physical activity and
sport

• To be able to use theories, concepts, principles and models to analyse and evaluate physical activity and
performance

• Competent in Biology and be able to relate to the physiological and psychological effects of exercise

Progression

You can use A Level PE for a variety of different higher education courses, but the most common ones generally lead
to sports science, and students hoping to become physiotherapists. There are also links with the media, coaching and
teaching roles, with popular courses being offered for all of the above.

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Physics

Have you ever wondered where the elements that make you were formed or why the sun shines? Physics is our attempt
to explain these and the laws governing the behaviour of all matter and energy in the Universe. It encompasses the
unimaginably small, in the study of fundamental particles and quantum mechanics, and the nature of galaxies and the
Universe itself, shaped by gravity. This course provides a grounding of the fundamental ideas of Physics and the
theoretical and experimental methods used in trying to explain our Universe. The study of Physics provides a foundation
for many areas vital to our modern world such as engineering, communications, scientific research and development,
computing and manufacturing. Without Physics you would be without the computer, the World Wide Web and the mobile
phone on which we all rely.

Content of Course

Year 12
1. Measurements and their errors
2. Particles and Radiation
3. Waves
4. Mechanics and Materials
5. Electricity

Year 13
6. Further Mechanics and Thermal Physics
7. Fields and their consequences
8. Nuclear Physics

One from the following options:
i) Astrophysics
ii) Medical Physics
iii) Engineering Physics
iv) Turning Points in Physics
v) Electronics

Assessments
Sections 1 – 5 and 6.1 carry 34%. Sections 6.2 (Thermal Physics), 7 and 8 carry 34%. Practical skills, data
analysis and the option section carry 32% of the overall A Level.

Specific Requirements & Skills Required

• GCSE Physics (7) or GCSE Combined Science (7)
• A high standard of literacy and numeracy
• The ability to hypothesize, research, draw conclusions and evaluate work
• The ability to interpret and analyse information presented in a range of contexts
• Good practical skills and a logical approach to practical activities
• A love of reading
• An inquisitive and enquiring mind

Progression

Physics provides students with the tools and experience in solving problems in a logical way to explain why things work
the way they do. This is well known by universities and industry. It provides access to many university courses and
careers in the fields of the Sciences, Engineering, Electronics, Medical Sciences, Computing, Mathematics, Economics,
Accounting, Architecture and many more.

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Psychology

You are already an amateur psychologist – we are all interested in what makes people tick and how this understanding
can help us to solve problems. Are criminals born or made? Why do people become bullies? What causes phobias?
Why do people become regular gamblers? How reliable is your memory? We need psychology because many of the
problems faced by the modern world are rooted in human behaviour, so psychological knowledge can help us to find
solutions. For example we know that mental health has an impact on physical health, and that psychological insights
can help us in our personal and professional relationships and activities.

Psychology is the scientific study of human mind and behaviour: how we think, act, react and interact both individually
and in groups. Psychology is concerned with all aspects of behaviour and the thoughts, feelings and motivations
underlying such behaviour. Psychology provides many explanations of how people process information and why they
act a certain way under given circumstances. Psychology pushes us towards greater self-knowledge by making us more
aware of our actions and personalities.

Content of Course

Psychology is a two year course. There are three 2 hours exams at the end of the two-year course.

Year One
Introductory Topics in Psychology
• Memory
• Attachment
• Social influence

Psychology in Context
• Psychopathology
• Biopsychology
• Research Methodology
• Psychological Approaches

Year Two
Issues and Options in Psychology
• Issues and debates
• Relationships
• Schizophrenia
• Forensic Psychology

Specific Requirements & Skills Required

GCSE English Language (6); GCSE Science (6); GCSE Mathematics (5)
This course is 100% examination you will therefore need to have the following skills:
• A high standard of literacy and basic mathematical skills in the analysis and presentation of data
• The ability to research and make connections
• The ability to use the experimental method and to carry out your own investigations
• An open and inquiring mind with the ability to analyse, evaluate and debate

Progression

Psychology is regarded as a science by university entry requirements. Psychology is a flexible subject which supports
the choice of a wide range of university courses including Psychology itself, Counselling, Forensics, Criminology,
Nursing, Medicine, Law, Politics, Anthropology, Sociology, Social Policy and all other academic subjects. Due to this
flexibility there are many career pathways including Medicine, Chartered Psychology, Law enforcement, Nursing,
Counselling, Social work, Child services, occupational Psychology, Custodial services and Management.

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Sociology

Sociology provides valuable insights into our society and our place within it. This academic discipline involves the
organised study of human social life, groups and societies. Sociologists seek to research and explain the processes
which create, sustain, and occasionally fragment and destroy structures and institutions such as the education system,
media, the family, and religion. You will also investigate the nature of culture and identity and the influences of social
class, gender, ethnicity and age on your opportunities and choices.

Content of Course

Year 12
Families and Households: This unit focuses on the changing nature and power relationships within the family. You
will also explore the nature of childhood and reasons for growing levels of family d iversity (marriage, divorce, single
parents etc.) within contemporary society.

Education and Methods in Context: You will examine the effects of social class, gender and ethnicity on academic
achievements and the relationship between education, the government and the economy. You will also conduct your
own piece of research within College in order to identify and evaluate the practical, ethical and theoretical implications
of different sociological research methods.

Year 13
Beliefs in Society: This unit questions the role of religion within society and the nature and extent of secularisation
– Do you ‘believe without belonging’? Is religion disappearing within our fragmented consumer orientated society?
Or do we have more choices than ever before?

Crime and Deviance with Theory and Methods: This unit examines the true nature of crime in our society. You will
assess different sociological theories on why people commit crimes and how social control agencies such as the media,
police and government create, manipulate and prevent crime within our society. Your application of Sociological Theory
and Methods will also be assessed in this unit and each Sociological Theory will be analysed and evaluated with regards
to the usefulness it has in understanding society.

Specific Requirements & Skills Required

GCSE English Language (6)

This course is 100% examination (3 A Level papers 80 marks each) and you will therefore need to have the following
skills:
• A high standard of literacy
• The ability to research and make connections
• A passion for reading, analysing and evaluating contemporary articles, studies and perspectives
• An open, inquiring mind and a love of debate
• An ability to draw parallels between different perspectives
• A high level or organisation
• Ability to meet deadlines
• Willingness and commitment to exploring, identifying and implementing revision techniques well in advance of your

exams

Progression

University courses in a variety of subjects can be taken. For example Criminology, Social Anthropology, Social
Administration, Social Policy, Social Science, Social Work, and Public Health. Careers can be pursued in a number
of fields not just the obvious ones of social work, nursing or medicine. Many people who have studied Sociology find
jobs in areas as varied as administration, business, financial services, law, marketing, advertising, public relations
(PR), teaching, law, journalism and law enforcement.

33

Spanish

Spanish is spoken in 23 countries and is also one of the official languages of the European Community. There are more
than 300 million native speakers of Spanish throughout the world and as a language it is therefore vastly more important
than many people realise. It is the fourth most spoken language worldwide and is often regarded as the second most
important one in international communication.

Each of the 23 Spanish speaking countries has valuable contributions to make in the fields of commerce, industry and
culture. Spain is currently one of Britain’s most important trading partners and to ensure success in the Spanish-
speaking market, firms currently need to promote their products in Spanish. The ability to use modern languages has
therefore become a highly valued skill in a wide range of careers and indeed an essential qualification for some.

Moreover, speaking Spanish offers the key to the rich artistic and cultural heritage of Spain and Latin America which
includes works by authors such as the Colombian García Márquez who won the Nobel Prize in Literature, the Chilean
writer Isabel Allende and the classical Spanish novelist Miguel de Cervantes, known internationally for his novel ‘Don
Quixote’. Within the world of cinematography, we also find the Spanish filmmakers Luis Buñuel and Pedro Almodóvar.

Content of Course

Year 12
This is taught through listening, speaking, reading and writing skills and covers the following contemporary topics:
• Aspects of Hispanic society: modern and traditional values, cyberspace and equal rights
• Artistic culture in the Hispanic world: modern day idols, Spanish regional identity and cultural heritage
• Grammar and translation
• Works: Literary text or film

Year 13
This is again delivered through listening, speaking, reading and writing skills an embraces the following current social
issues:
• Aspects of Hispanic society: modern and traditional values, cyberspace and equal rights
• Multiculturalism in Hispanic society: immigration, racism and integration
• Artistic culture in the Hispanic world: modern day idols, Spanish regional identity and cultural heritage
• Aspects of political life in the Hispanic world: Today’s youth, tomorrow’s citizens, monarchies and dictatorships,

popular movements
• Grammar and translation
• Works: Literary text and film
• Individual research project

Specific Requirements & Skills Required

• A strong drive to communicate clearly and effectively
• The confidence to engage in oral work
• A fascination for Spanish and Latin America culture
• An inquisitive and curious mind
• A high standard of literacy
• Highly self-motivated
• The willingness to take risks and make mistakes as part of the learning process
• An ability to manage time effectively and meet deadlines
• Confidence using and manipulating a range of different grammatical structures and tenses
• An ability to use reference materials effectively

Progression

Most universities offer Spanish and the subject can be studied either on its own or together with a range of other
disciplines.

34

ICT Cambridge Technical Extended Certificate

Level 3 2016 Cambridge Technical in IT qualifications help students achieve their potential and progress to the next stage of their
lives, whether that’s higher education, an Apprenticeship or employment. This course is very practical with plenty of opportunities to
implement the theory that you learn. This is a portfolio-based work, which means that you have a very clear understanding of your
progress throughout the course to help you plan and achieve your next steps.

Content of Course

The course offers a range of 2 centre-assessed units (Product development and The Internet of everything) with practical and wider
project-based assessment opportunities, as well as 3 examined units on the Fundamentals of IT, Global Information and Cyber
Security. Further to the 3 mandatory units, students will then on a technical pathway.

Mandatory | Units 1, 2 and 3 examined in Year 12

Unit 1 : Fundamentals for IT
A sound understanding of IT technologies and practices is essential for IT professional s. Information learnt in this unit will provide
a solid foundation in the fundamentals of hardware, networks, software, the ethical use of computers and how business uses IT .
| 1 hour 30 minutes written paper. OCR set and marked (multiple choice questions, short answer and extended response
questions)

Unit 2 : Global Information
The purpose of this unit is to demonstrate the uses of information in the public domain, globally, in the cloud and across th e
internet, by individuals and organisations. Students will discover that good management of both data and information is essential,
and that it can give any organisation a competitive edge.

| 1 hour 30 minutes written paper. OCR set and marked (short answer and extended response to a case study)

Unit 3 : Cyber security
This unit has been designed to enable students to gain knowledge and understanding of the range of threats, vulnerabilities a nd
risks that impact on both individuals and organisations. They will learn about the solutions that can be used to prevent or deal
with cyber security incidents resulting from these challenges.
| 1 hour written paper. OCR set and marked (short answer and extended response questions to a case study)

Internally-assessed | Product Development
The purpose of this unit is to prepare students to undertake product development activities. Students will learn about different product
design methodologies and the role of the product development life cycle. In addition, students will discover the factors that influence
product developments.

Internally-assessed | The Internet of Everything
This unit is about the use of the internet and how it is impacting people and society. Students will learn about the Internet of Everything
(IoE) and how it is used. Using their knowledge, they will carry out a feasibility study for a potential idea. Students will also pitch your
idea to potential stakeholders and use their feedback to revise their proposal.

Students and teachers will also engage with employers or members of staff acting as employers and foster work experience links.

Specific Requirements and Skills Required

• GCSE ICT Core (CIDA or iMedia) (M/D)
• A high standard of both literacy and numeracy
• An ability to problem solve independently
• A love of computers and an interest in computer programming
• An ability to use technology to communicate effectively

Progression

For anyone who sees their future career in IT or computing the Level 3 Extended Certificate in ICT is an excellent starting point.
It covers a wide range of topics for those who have a specific career pathway in IT already mapped out as well as those who are
not sure which specialism to follow.

35

BTEC National Extended Diploma in Sport

Sport can lead to many opportunities in life and this course is designed to inform students of the different routes and
careers available to them. The BTEC course builds on knowledge learnt through GCSE Physical Education. Students
will also have the opportunity to take part in practical activities. Each unit will be assessed through assignments which
will be based on the units covered. This course is ideal for students who have a real passion for sport and enjoy both
the practical and theoretical aspect. We offer the Level 3 BTEC National Extended Diploma, which is equivalent to 3 A
Levels.

Content of Course

There are 11 mandatory units, 3 external and 8 internal. The remaining 4 units will be selected from the optional
units in group C:

MANDATORY UNITS:
• Unit 1: Anatomy and Physiology (M) – externally assessed
• Unit 2: Fitness Training and Programming for Health, Sport and Well-being (M) – externally assessed
• Unit 3: Professional Development in the Sports Industry (M) – internally assessed
• Unit 4: Sports Leadership (M) – internally assessed
• Unit 5: Application of Fitness Testing (O) – internally assessed
• Unit 6: Sports Psychology (O) - internally assessed
• Unit 7: Practical Sports Performance (M) - internally assessed
• Unit 8: Coaching for Performance (M) - internally assessed
• Unit 9: Research Methods in Sport (M) - internally assessed
• Unit 18: Work Experience in Active Leisure (O) - internally assessed
• Unit 19: Development and Provision of Sport and Physical Activity (M) – externally assessed
• Unit 22: Investigating Business in Sport and the Active Leisure Industry (M) – externally assessed
• Unit 23: Skill Acquisition in Sport (M) - internally assessed
• Unit 25: Rules Regulations and Officiating in Sport (O) - internally assessed

Skills Required

The BTEC course will require certain skills, which include:

• Good time management
• The ability to work independently
• Motivation
• The ability to work as part of a team
• The ability to take on both positive and negative feedback allowing you to review and improve assessed work

Progression

Students can use BTEC Sport as a basis for a variety of different courses at University including sport science, sports
development and PE teaching. Alternatively students can also use the course for a pathway into a career, for
example, fitness instruction, personal training, sports partnerships, coaching and sport development officer

36

Extended Project

The AQA Extended Project is a course that you can take in addition to your A Levels in Year 13. It is not a course that
you opt for in Year 12. The Extended Project (EPQ) provides you with an opportunity to exercise your abilities beyond
the A Level syllabus and prepare for university or your future career. You can also use it to earn extra UCAS points.
You are given the opportunity to research and write an essay of up to 5,000 words on a topic of your choice. You can
produce an artefact or a piece of music, art or drama as part of your project. You will be allocated a personal tutor to
guide you through the process. The qualification counts as an AS but as it is expected to be at A2 standard so the actual
project is written in Year 13. Many universities including members of the Russell Group value the EPQ and admissions
tutors are prepared to include the qualification in the offers they make.

Content of Course

Completely student driven.

Skills Required

• Extremely good time management
• A high standard of literacy
• The ability to be a critical, reflective and independent learner and to act upon advice
• The ability to make decisions and solve problems
• The ability to plan, research, analyse, synthesise and evaluate information independently
• The ability to apply new technologies confidently
• The ability to demonstrate creativity and initiative

Progression

Universities and potential employers alike appreciate the range and depth of skills you will develop during the project.
The skills you acquire during the project will be useful for your other studies and transferable across a range of subjects.
It is also excellent preparation for essay based university courses, since it teaches the kind of in depth research and
analysis that Is vital for further education theses and dissertations. Many universities are now adapting and lowering
offers for students who do the Extended Project.

Extra-Curricular Activities

College VI provides students with numerous opportunities to get involved with the general life of the Collegiate and amass
evidence for Leadership. All Year 12 students are expected to join a society and contribute to the running of the college
and to maintain links with their former colleges through a ‘buddying’ scheme. In addition, there are clubs such as rugby,
football and netball. Students have access to the Gym and to the Sports Hall. There is a College VI debating society
which takes part in competitions. Students can join the Business Enterprise scheme and can take part in the Duke of
Edinburgh Gold Award. There are theatre trips and ski trips and subjects run their own subject specific trips. College VI
is a member of the Institute of Ideas. In Year 13, students will have the opportunity to apply for Head Boy/Girl of College
VI and to be a member of the Executive Committee.

Bursaries

A limited number of bursaries for educational purposes are available upon application. Decisions will be made at
the discretion of the Head of College.

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Term Dates for 2019 - 2020

AUTUMN TERM 3rd September 2019 (Staff Only)
4th September 2019 (Students)
First Day of Term: 21st October - Friday 1st November 2019
20th December 2019
Half Term holiday:
Last Day of Term:

SPRING TERM 6th January 2020
17th February - 21st February 2020
First Day of Term: 3rd April 2020
Half Term holiday:
Last Day of Term:

SUMMER TERM 20th April 2020
25th May - 29th May 2020
First Day of Term: 21st July 2020
Half Term holiday:
Last Day of Term:

DAILY ROUTINE

Start of Day: 8.30 am

End of Day: 2.40 pm Monday, Wednesday and Friday

3.30 pm Tuesday and Thursday

Parents should take careful note of the above dates before arranging family holidays. Please note that permission for absence for
holiday can only be considered in exceptional circumstances

A LEVEL PERFORMANCE BY SUBJECTS 2018

Grade A* A BC DE
Accounting 01 23 20
Art & Design 41 41 00
Design Technology 10 12 20
Biology 00 55 84
Art & Design 00 23 21
Business Studies 15 9 11 40
Chemistry 01 4 10 73
Classics 03 32 51
Computer Science 00 22 20
Drama 01 26 10
Economics 01 14 22
English Literature 17 9 10 80
Geography 02 42 31
History 02 65 13
IT 01 33 01
Latin 02 02 00
Mathematics 25 12 7 82
Further Mathematics 00 03 10
Media Studies 04 85 00
Music 00 32 00
Sports/PE Studies 30 03 10
Physics 03 01 22
Politics 00 14 24
Psychology 06 13 20 92
Sociology 13 87 10

BTEC National Extended Diploma in Sport Distinction* Distinction Merit
12 7 4

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Other Post-16 Opportunities in The Collegiate Trust

Whilst College VI at Riddlesdown Collegiate is likely to be the best option for most internal Year 11 students, some
students may be better suited to a more vocational offer.
The Collegiate Trust, which operates Riddlesdown Collegiate, also operates The Quest Academy in Croydon, where
the post-16 offer includes more vocational courses, including:
o BTEC Level 3 National Diploma in Applied Science
o BTEC Level 3 National Diploma in Sport
o BTEC Level 3 National Extended Certificate in Business
o BTEC Level 3 National Extended Certificate in Information Technology
The post-16 provision at The Quest Academy is excellent and students who may wish to explore such courses are
invited to find out more at www.thequestacademy.org.uk or the Quest6 Open Evening on 9th October 2018.
For further details, contact Mr Sam Cox, Director of Sixth Form using: [email protected]

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